Reshaping Teaching in Higher Education: Linking Teaching with Research (SEDA Series)

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What better evidence could we have of the way in which UK policies on research continue to be oblivious to its interaction with teaching, even though the potential benefits to student education are the only justification for conducting research in universities in the first place? For example, Michael Arthur, President and Provost, University College London, recently stated that: At University College London, our top strategic priority for the next 20 years is to close the divide between teaching and research.

We want to integrate research into every stage of an undergraduate degree, moving from research-led to research-based teaching Arthur , p. We argue, from the evidence presented in this chapter, that the work of the Forum, and related interventions internationally, have demonstrated both the potential benefits to students of teaching research links and how that could be achieved in a mass higher education system.

One needs to ask whether this threatens the concept of a university as a place where teaching and research are both present and connected. A focus on the university as directly contributing to the productive economy, links education to the marketisation agenda. Internationally research is increasingly economy-oriented, and supported by economy-focused funding briefs, with very little regard for any potential impact on students. Faculty find many students wanting to ensure that spending on their higher education will help their employment, but a focus on them learning through research, as illustrated in this chapter, may not seem an important option, still less a requirement.

While marketisation may support selected students wanting to learn in a research environment — that may in fact be restricted to those with parents who can pay the high fees to enter those institutions, such as the private US liberal arts undergraduate institutions. The information provided to parents and students in this market environment effectively sells them measures of student satisfaction and institutional prestige — not the potential benefits of research-based learning.

Making the link a legal or semi-legal requirement for institutions 2. Auditing the link through quality assurance; 4. In this chapter, and in the publications cited, we now have good examples of international practice and policy that show how this can be achieved. But whether through a market system or a government- funded regulated system, there is perhaps a more fundamental way forward.

Alternatively, we would go back to Humboldt and value higher education institutions as where teaching and research are linked and see that link in students learning the complexities of knowledge Barnett, ; Baxter Magolda, In the final analysis it is not about markets or governments; it is about values. Journal of Engineering Science and Technology. Special Issue on Engineering Education, Arthur, M. Research Fortnight 30 April.

Barnett, R. Studies in Higher Education 25 3 , Baxter Magolda, M. The university and its disciplines: teaching and learning within and beyond disciplinary boundaries. Oxford: Routledge. Blomster J.

Evidence and evaluations can change teaching practice for improved student engagement.

Higher Education Studies, 4 4 , Brew, A. Higher Education, 66, Times Higher Education 22 April. Brown, R. The marketisation of UK higher education. London: Routledge. Coate, K. Norwich: The Stationary Office. Deike, W. CUR Quarterly 35 1 , Durham University Learning and teaching handbook.

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Section 4. Elton, L.

Publications

Barnett ed. Reshaping the university: new relationships between research, scholarship and teaching, pp. Gibbs, G. Griffiths, R. Studies in Higher Education 29 6 : Haggett, R. In Bringing research and teaching together. With a varied selection of activities, this workbook is ideal for a diverse range of learning styles. Each unit is linked to the Complete English Student Book by theme, and develops specific skills for writing - including grammar, vocabulary, punctuation and spelling.

Learning goals for the latest Cambridge Secondary 1 English curriculum framewo The reasons andvalues behind this belief are perhaps evident,but I amconvincedthat th A strong theme of this focus group research was the importance of departmental structures in either supporting or hindering the nexus see discussion of project Link in chapter 7.

Then having completed the review, decide o Replying to an enquiry from the bibliographer Ryan Roberts, I. But if that sound had been a bit more regular I would have feared that that regularity of sound implied some regularity of thought; in other words, that I knew what I was t Matched to the latest Cambridge syllabus, this step-by-step, stretching approach supports progression to the next stage of their education, including Cambridge IGCSE.

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Gianaurelio Cuniberti - Linking fundamental and applied research

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